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Improving the Reading 1 Running head: IMPROVING THE READING SUCCESS Improving the Reading Success of Grade One Students at Risk for Reading Failure Barbara Dayco University of Phoenix EDD/576 Research Proposal Submitted in Partial Fulfillment of the Requirements for the degree of Master of Arts in Education University of Phoenix 2002 Improving the Reading Table of Contents Chapter I: Introduction Problem Statement Purpose Description of Community Description of Work Setting Writer’s Role C
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  Improving the Reading 1 Running head: IMPROVING THE READING SUCCESSImproving the Reading Success of Grade One Studentsat Risk for Reading FailureBarbara DaycoUniversity of PhoenixEDD/576Research Proposal Submitted in Partial Fulfillment of the Requirementsfor the degree of Master of Arts in EducationUniversity of Phoenix2002  Improving the Reading 2 Table of ContentsChapter I: IntroductionProblem Statement4Purpose4Description of Community5Description of Work Setting8Writer’s Role13Chapter II: Study of the ProblemProblem Description16Problem Documentation17Literature Review20Causative Analysis28Chapter III: Outcomes and EvaluationGoals and Expectations32Expected Outcomes32Measurement of Outcomes33Analysis of Results35Chapter IV: Solution StrategyStatement of Problem37Discussion37Selected Solutions43Chapter VResults57Discussion63Recommendations66Plans for Dissemination67References68AppendicesLetter Knowledge76Concepts About Print78Word Test82Writing Vocabulary Sample84Hearing and Recording Sounds in Words Sample86How to Score a Running Record89Sample Running Record91Improving the Reading Success of Grade One Students  Improving the Reading 3 at Risk for Reading FailureChapter I: Introduction“Two important indicators of the success of a society are the level of literacy of itschildren and youth, and the extent of disparities in literacy skills amongst children andyouth of differing characteristics and family backgrounds” (Willms & Sloat, 1998, p. 1). J.Douglas Willms’ (1997b) report on the International Adult Literacy Survey (IALS)confirmed the seriousness of these issues for Canada, particularly because of thediscrepancy of scores based on socioeconomic status. Also worrying was the evidence thatliteracy rates of young people between the ages of sixteen and twenty-five were dropping.Willms (1997b) reported that thirty-six percent of the young people in this age group hadliteracy skills that were less than adequate for performing daily skills, compared withtwenty-eight percent in 1989. Meanwhile, the demand for a literate workforce hasincreased (The Creative Research Group; DesLauriers; Snow, Barnes, Chandler, Goodman& Hemhill; Statistics Canada; Shapiro & Purpel; Organization for Economic Co-operationand Development & Statistics Canada, as cited in Willms, 1997a).Literacy improvement has been an ongoing goal for primary teachers at NicomeklElementary School. Teachers have become increasingly aware that students were lacking inthe readiness skills associated with school entry, particularly in listening, language, andliteracy awareness. Results of the screening done by the school Speech and LanguagePathologist confirmed this deficit. In 1997 it was found that 30% of the kindergartenchildren had significant delays in language development (Accreditation /Growth Plan for  Nicomekl Elementary School, 2000). The following year, significant language delays werefound in almost 50% of the kindergarten students.  Improving the Reading 4 Problem StatementThe problem was that the reading progress of a number of grade one students whodid not qualify for reading support outside the classroom, was far below grade levelexpectations. The students who were having the most difficulty acquiring reading qualifiedfor Reading Recovery (Clay, 1991) or learning assistance support; however, approximately12.5% of the grade one students were making very slow progress and did not qualify for any support outside the classroom. They were at risk of having long term reading delays,which in turn made success at school very unlikely (Clay, 1991; Juel; Bond & Dykstra;Felton & Wood, as cited in Chard & Kameenui, 2000).PurposeThe purpose of this study was to determine reasons some students had difficultyacquiring reading and to develop a small group intervention to improve the reading successof grade one students who did not qualify for reading support outside the classroom. It wasimportant that it be a small group intervention for economic reasons. Reading Recoverysupport was in place for the students with the most severe reading delays; however; onlyabout 10% of the grade one population was served because it was comprised of individual,thirty-minute daily lessons. Typically, students at Nicomekl School required approximately20 weeks of Reading Recovery support to reach average grade level expectations.Economic reasons made it impractical to offer individual support to all students who werenot meeting reading expectations.Reading Recovery has been shown to be an effective intervention for grade onestudents most at risk (Langley Annual Reading Recovery Report, 2000). The researcher adapted the components of Reading Recovery lessons and applied them to a small group
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